Conditioned accumbal dopamine transients forecast individual preference for drug versus natural rewards and compulsive behavior.

Numerous reviews have examined school-based food and nutrition education (SBFNE) across diverse educational contexts. Collectively, this body of work reflects growing concern about poor diet quality among children and adolescents and its contribution to diet-related chronic diseases worldwide. As nutrition science and food environments have evolved, SBFNE has increasingly shifted from a sole emphasis on information dissemination towards approaches that prioritise dietary behaviour change, reflecting broader shifts in public health and education priorities. Poor dietary behaviours among children – characterized by low fruit and vegetable intake and high consumption of energy-dense, nutrient-poor and highly processed foods – contribute to rising rates of obesity and other chronic conditions later in life. These dietary behaviours are shaped early in life and are further reinforced by food environments that disproportionately expose children, particularly those in underserved communities, to aggressive marketing of unhealthy food products.Schools represent a critical setting for early intervention, given their reach, structure and potential to influence dietary behaviours across developmental stages. SBFNE programs aim to equip children and adolescents with the knowledge, skills and decision-making capacities needed to develop healthier eating behaviours. However, despite a substantial body of review-level evidence, findings are dispersed across diverse intervention types, populations and study designs. As a result, the educational and programmatic components associated with effectiveness are often reported as part of bundled, multilevel interventions rather than examined individually, limiting cross-study comparison.